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A scale of performance tests.The tests.

A scale of performance tests.: The tests. This chapter contains a description of the tests used, and they are described in the order in which they were generally presented to the children. The sequence here given is recommended for other workers. Similar tests have been grouped together. The first test (Mare and Foal) is one of the easiest and is of the picture form board variety. The nature of the performance required is understood by almost all children without verbal instructions. A glance at the board with the pieces out is enough to call forth the response of filling in the pieces. After this follow Tests 2 to 8, which are all of the form board character. They require the insertion of blocks in appropriate spaces and, increasing in difficulty as they do, the child is led naturally on from one to the other with a minimum of instructions. Tests 9 and 10 can hardly be called form board tests, but the nature of the performance is similar. This time the child sees that he must fit things together, but without the help of spaces into which the parts must fit. Test 11 demands the construction of a picture, continuing the idea of making up something, the parts of which are before the child at the beginning of the test. Test 12 demands the fitting in of blocks, but this time there must be the selection of appropriate blocks from a large number of others. Test 18 is radically different and requires new instructions. It is at this point that the material deviates radically from the form board type. The last two tests (14 and 15) are likewise totally different from the others, but by this time the child is well adjusted to the examination. (PsycInfo Database Record (c) 2023 APA, all rights reserved) http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

A scale of performance tests.The tests.

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Publisher
D Appleton & Company
Copyright
Copyright © 1917 American Psychological Association
Pages
25 –69
DOI
10.1037/11199-002
Publisher site
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Abstract

This chapter contains a description of the tests used, and they are described in the order in which they were generally presented to the children. The sequence here given is recommended for other workers. Similar tests have been grouped together. The first test (Mare and Foal) is one of the easiest and is of the picture form board variety. The nature of the performance required is understood by almost all children without verbal instructions. A glance at the board with the pieces out is enough to call forth the response of filling in the pieces. After this follow Tests 2 to 8, which are all of the form board character. They require the insertion of blocks in appropriate spaces and, increasing in difficulty as they do, the child is led naturally on from one to the other with a minimum of instructions. Tests 9 and 10 can hardly be called form board tests, but the nature of the performance is similar. This time the child sees that he must fit things together, but without the help of spaces into which the parts must fit. Test 11 demands the construction of a picture, continuing the idea of making up something, the parts of which are before the child at the beginning of the test. Test 12 demands the fitting in of blocks, but this time there must be the selection of appropriate blocks from a large number of others. Test 18 is radically different and requires new instructions. It is at this point that the material deviates radically from the form board type. The last two tests (14 and 15) are likewise totally different from the others, but by this time the child is well adjusted to the examination. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Published: Nov 13, 2006

Keywords: test description; test standardization; child intelligence

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